Presented by University of Louisville pediatrician Kelly Dauk. This program was created in collaboration with Dr. Erin Frazier and the Kosair Children's Hospital Child Abuse Task Force. This teaches healthcare workers how to intervene when they witness an adult or parent become angry or hit a child or another adult.
The document discusses strategies for preparing children for changes and transitions. It recommends informing children about upcoming changes, giving them notice and time to adjust, and involving them in decisions when appropriate. Some key strategies mentioned include explaining changes honestly, using symbols and rituals, building confidence, introducing unfamiliar people, and providing physical comfort, routines, and handles for secondary attachments to help children settle.
Make birth better training couple jan gibbons harriet higginsMake Birth Better
This document discusses the impact of birth trauma on couples. It notes that birth trauma can strain the couple relationship by causing negative emotions, loss of intimacy, and a reduction in understanding between partners. While trauma impacts both mothers and fathers, their experiences of trauma may differ. The document emphasizes the importance of supporting both parents and the couple relationship after traumatic birth to prevent further distress and relationship problems that could impact family well-being.
Here are the key points about reinforcement:
- A reinforcer is something a person wants and is willing to work for.
- The four types of reinforcers are: material, privileges/activities, social, and tokens.
- When choosing reinforcers, you can ask the person directly or ask others close to them to identify what would truly motivate and reinforce the individual.
Counseling: Parental, Breavement, Family Planning, Infertility.Sandhya Kumari
The document discusses various types of counseling including parental counseling, bereavement counseling, family planning counseling, and infertility counseling. Counseling is defined as a professional relationship that empowers people to accomplish mental health, wellness, education, and career goals through making changes in thinking, feeling, and behaving. The document outlines different approaches to counseling including directive, non-directive, short-term, long-term, and types related to specific issues like student or marriage counseling. It also defines key concepts like parental counseling, bereavement, family planning, and infertility and describes challenges and processes involved in each.
child management, child behavior, behavior management, age development, psychological development, child psychology, child psychological development, children in dentistry clinical management of children
This document discusses the emotional rollercoaster of family caregiving. It describes how caregiving is a multidimensional, stressful process that affects caregiver health and well-being. While demands on families have increased, their resources have decreased. Caregivers experience various stressors like the care recipient's condition, loss of identity, and conflicts with other roles. Social support and adaptive coping strategies can help buffer caregivers from stress. The caregiving role also involves continuity and changes over many years. Placement in a facility is not always the best solution and emotional, practical and financial factors must be considered. Treatment aims to understand each family's situation and target modifiable stressors through assessment and various interventions.
The document discusses strategies for preparing children for changes and transitions. It recommends informing children about upcoming changes, giving them notice and time to adjust, and involving them in decisions when appropriate. Some key strategies mentioned include explaining changes honestly, using symbols and rituals, building confidence, introducing unfamiliar people, and providing physical comfort, routines, and handles for secondary attachments to help children settle.
Make birth better training couple jan gibbons harriet higginsMake Birth Better
This document discusses the impact of birth trauma on couples. It notes that birth trauma can strain the couple relationship by causing negative emotions, loss of intimacy, and a reduction in understanding between partners. While trauma impacts both mothers and fathers, their experiences of trauma may differ. The document emphasizes the importance of supporting both parents and the couple relationship after traumatic birth to prevent further distress and relationship problems that could impact family well-being.
Here are the key points about reinforcement:
- A reinforcer is something a person wants and is willing to work for.
- The four types of reinforcers are: material, privileges/activities, social, and tokens.
- When choosing reinforcers, you can ask the person directly or ask others close to them to identify what would truly motivate and reinforce the individual.
Counseling: Parental, Breavement, Family Planning, Infertility.Sandhya Kumari
The document discusses various types of counseling including parental counseling, bereavement counseling, family planning counseling, and infertility counseling. Counseling is defined as a professional relationship that empowers people to accomplish mental health, wellness, education, and career goals through making changes in thinking, feeling, and behaving. The document outlines different approaches to counseling including directive, non-directive, short-term, long-term, and types related to specific issues like student or marriage counseling. It also defines key concepts like parental counseling, bereavement, family planning, and infertility and describes challenges and processes involved in each.
child management, child behavior, behavior management, age development, psychological development, child psychology, child psychological development, children in dentistry clinical management of children
This document discusses the emotional rollercoaster of family caregiving. It describes how caregiving is a multidimensional, stressful process that affects caregiver health and well-being. While demands on families have increased, their resources have decreased. Caregivers experience various stressors like the care recipient's condition, loss of identity, and conflicts with other roles. Social support and adaptive coping strategies can help buffer caregivers from stress. The caregiving role also involves continuity and changes over many years. Placement in a facility is not always the best solution and emotional, practical and financial factors must be considered. Treatment aims to understand each family's situation and target modifiable stressors through assessment and various interventions.
This document discusses various aspects of communication that are important for home health aides, including verbal and non-verbal communication, communication barriers, communication styles, and person-first language. It provides tips for respectful communication, such as addressing consumers by their preferred name and language, as well as tips for communicating effectively with those who have various disabilities, including vision, hearing, language, emotional/mental health, and cognitive impairments. The document also discusses aggressive, passive, assertive, and passive-aggressive communication styles and provides guidance on conflict resolution and cultural awareness.
This course provides EMS providers with strategies for handling death-related situations. It discusses preparing for these events through education, having a support system, and understanding one's own emotional response. When a death occurs, providers are taught to remain calm and compassionate, allow family involvement if possible, and properly notify family members of the death. After leaving the scene, the course recommends using problem-focused, emotion-focused or meaning-focused coping strategies to process one's experience and prevent stress-related issues.
This document discusses positive teaching techniques. In Part 1, it covered 9 techniques including active listening, chaining, cues/prompts, differential reinforcement, discrimination training, environmental manipulation, fading of cues/prompts, generalization training, and graduated guidance. In Part 2, it will cover 8 more techniques: incidental teaching, modeling, redirection, reinforcement, relaxation training, shaping, token economics, and voluntary time out. It then provides examples and explanations of each technique.
CHOC is a children's hospital in Orange County, California whose mission is to nurture, advance and protect children's health and well-being. Their HELP ME GROW program connects children aged 0-5 with developmental services and identifies gaps in care. CHOC offers many specialty programs and services to meet community needs. They are committed to serving all children regardless of ability to pay. Through fundraising events and donations, CHOC is able to continue its work of saving children's lives and helping families cope with health issues.
Behaviour management techniques are used to control or modify student responses in the classroom. Some common behavioural issues observed include answering back, bullying, incessant talking, diverse learner needs, swearing, and not listening. The document provides suggestions for managing these behaviours such as using non-verbal cues, praising positive behaviour, ignoring low-level misbehaviour, and giving clear expectations and consequences. Building rapport with students and tailoring instruction to individual needs can help address the root causes of misbehaviour.
This document provides tips for working with children. It discusses challenges like maintaining an appropriate learning environment and noise levels. It emphasizes establishing routines to provide security and consistency. Simple directions keeping tasks brief are recommended to maintain attention. Role modeling positive behavior and having consequences for negative actions are also advised. The document stresses controlling energy levels, joining a child's activities briefly before redirecting, and continually learning how to best communicate with kids.
This document summarizes a family education program presented at a recovery conference. It provides an overview of the program's background and rationale, schedule, topics covered in each of the 8 sessions, activities used, and outcomes data. The program aims to educate family members to better support their loved ones' recovery. Sessions use presentations, videos, discussions and activities to build understanding and skills around mental health conditions, communication, problem-solving and crisis management. Data from surveys and knowledge tests indicated that participants gained knowledge and found the program helpful in strengthening their family as a recovery team.
This document provides information about becoming a caregiver, including the definition of a caregiver, typical duties, training and certification requirements, caregiver stress, conduct guidelines, and ethics. It defines a caregiver as someone who provides physical and emotional care for those unable to care for themselves. Duties include companionship, light housekeeping, and assistance with activities of daily living. Training includes certifications, first aid, and supervised hands-on experience. Conduct guidelines cover punctuality, hygiene, and appropriate use of client's property. Ethics of care focus on clients' rights and dignity.
This document summarizes a conference on improving responses to children in domestic violence cases. It discusses the importance of early intervention for children exposed to domestic violence, as their resilience is closely tied to their mother's safety. It also discusses strategies for law enforcement when responding to domestic violence calls where children are present, such as documenting evidence from children and having specialized training. Additional topics covered include screening children for abuse, safety planning for children, and protecting children before, during and after legal proceedings related to domestic violence.
This document discusses prenatal development from conception through gestation. It covers:
1) The important stages of pregnancy such as the trimesters and viability at 24 weeks.
2) Fetal development from fertilization through gestation, including forming fully by 12 weeks.
3) The importance of antenatal checks during pregnancy to monitor the health of the mother and baby, and identify any issues.
Bahviour management training | Early YearsSammy Fugler
This document provides guidance for staff at Rainbow Nursery on approaches to dealing with challenging behavior. It discusses the importance of clear expectations, a positive learning environment, and a consistent framework. It emphasizes using positive language in establishing ground rules and encouraging positive behavior through praise and reinforcement. Strategies are presented for responding to unwanted, disengaged, disruptive, and unacceptable behavior in children. The document stresses that responses need to be tailored to each child and situation, and that taking responsibility for their own behavior helps children develop self-control.
Treatement of abused children ppt lecture 1Wesam Ayyad
This document discusses common treatment issues for children who have been abused or neglected. It outlines several physical and psychological health concerns including physical injuries, sexually transmitted diseases, sexual and physical adequacy, encopresis, enuresis, and psychosomatic complaints. For each health concern, the document describes interventions therapists can use such as medical exams, education, expression of emotions, and addressing needs for nurturing.
This document provides information on approaches to pediatric emergencies. It discusses assessing children of different ages, from neonates to adolescents. Common medical issues are reviewed for each age group. The document also covers pediatric trauma, including abuse assessment, and neurological emergencies like seizures, meningitis, and Reye's syndrome. Responding to pediatric emergencies requires developmentally appropriate approaches and consideration of age-specific illnesses and injuries.
Reminders about behaviours and boundaries in early yearsSammy Fugler
The staff meeting covered strategies for promoting positive behavior among children at the Rainbow Nursery in October 2017. Key topics included using positive language and praise, setting clear expectations and rules, responding appropriately to different types of behaviors, and reflecting on practices as a reflective practitioner.
The document discusses challenging behavior in individuals with learning disabilities. It explains that challenging behavior often stems from an inability to communicate wants and needs effectively. It may serve as a way for those with learning disabilities to exert control over their environment. While there is no single cure, medical causes should be ruled out and functional assessments conducted to understand the reasons for behavior. Caregivers should develop communication skills, provide choice, and get support from professionals to help reduce challenging incidents. Proper support involves meeting individual needs through flexible, personalized services and developing genuine partnerships between those receiving support and caregivers.
The document discusses concerns about the treatment program and practices at Peninsula Village, a residential treatment center for troubled teens. Specific concerns mentioned include:
- Staff having minimal qualifications and training, in some cases just a high school diploma.
- Reports of physical restraints being overused and inappropriate, as well as other harsh disciplinary tactics.
- Allegations of unsanitary conditions leading to disease outbreaks among residents.
- Concerns that the treatment methods focus more on behavior modification and punishment rather than addressing underlying mental health issues.
How to manage when dealing with people's challenging behaviourDaniel Boyer
A more cohesive way to look at working with "difficult people". 'How to manage when dealing with people's challenging behaviour' provides a foundation to how to work with people with challenging behaviour.
The document outlines 15 caring skills and techniques used in care work: observation, social perception, working alongside, modelling, setting challenges, communication, encouraging adaptive behaviors, physical contact, creating trust, gaining compliance, distraction, reducing negative feelings and beliefs, disengagement, and using eye contact and facial expressions. These skills involve collecting client information, noticing behaviors, perceiving feelings and intentions, working with clients, demonstrating behaviors, suggesting activities, effective listening, encouraging healthy behaviors, touch, acting reliably, obtaining agreement, managing pain/anxiety, lessening emotions, temporary withdrawal, and facial expressions. Mastering these techniques allows care workers to better understand and assist their clients.
The document provides training on recognizing and reporting child abuse. It defines child abuse and outlines employees' legal responsibility to report any suspected abuse. It describes signs of abuse and appropriate responses when a child discloses abuse, such as reassuring the child and reporting the abuse. It emphasizes the importance of using professional judgement in all interactions with students to prevent allegations and protect children. Employees should avoid questionable activities and immediately report any concerns about other employees.
Biting is a common behavior among children ages 1-3 as they learn about their world. It can occur for reasons such as teething pain, curiosity, seeking attention, or frustration. Educational Playcare recognizes biting as developmentally appropriate but upsetting. Their approach is to understand the underlying cause, notify families of incidents, and work with families to identify situations that trigger biting and develop effective responses rather than punishment. This includes providing appropriate outlets for strong feelings, communication tools, supervision during risky situations, and maintaining predictable routines and activities to reduce stress.
This document discusses various aspects of communication that are important for home health aides, including verbal and non-verbal communication, communication barriers, communication styles, and person-first language. It provides tips for respectful communication, such as addressing consumers by their preferred name and language, as well as tips for communicating effectively with those who have various disabilities, including vision, hearing, language, emotional/mental health, and cognitive impairments. The document also discusses aggressive, passive, assertive, and passive-aggressive communication styles and provides guidance on conflict resolution and cultural awareness.
This course provides EMS providers with strategies for handling death-related situations. It discusses preparing for these events through education, having a support system, and understanding one's own emotional response. When a death occurs, providers are taught to remain calm and compassionate, allow family involvement if possible, and properly notify family members of the death. After leaving the scene, the course recommends using problem-focused, emotion-focused or meaning-focused coping strategies to process one's experience and prevent stress-related issues.
This document discusses positive teaching techniques. In Part 1, it covered 9 techniques including active listening, chaining, cues/prompts, differential reinforcement, discrimination training, environmental manipulation, fading of cues/prompts, generalization training, and graduated guidance. In Part 2, it will cover 8 more techniques: incidental teaching, modeling, redirection, reinforcement, relaxation training, shaping, token economics, and voluntary time out. It then provides examples and explanations of each technique.
CHOC is a children's hospital in Orange County, California whose mission is to nurture, advance and protect children's health and well-being. Their HELP ME GROW program connects children aged 0-5 with developmental services and identifies gaps in care. CHOC offers many specialty programs and services to meet community needs. They are committed to serving all children regardless of ability to pay. Through fundraising events and donations, CHOC is able to continue its work of saving children's lives and helping families cope with health issues.
Behaviour management techniques are used to control or modify student responses in the classroom. Some common behavioural issues observed include answering back, bullying, incessant talking, diverse learner needs, swearing, and not listening. The document provides suggestions for managing these behaviours such as using non-verbal cues, praising positive behaviour, ignoring low-level misbehaviour, and giving clear expectations and consequences. Building rapport with students and tailoring instruction to individual needs can help address the root causes of misbehaviour.
This document provides tips for working with children. It discusses challenges like maintaining an appropriate learning environment and noise levels. It emphasizes establishing routines to provide security and consistency. Simple directions keeping tasks brief are recommended to maintain attention. Role modeling positive behavior and having consequences for negative actions are also advised. The document stresses controlling energy levels, joining a child's activities briefly before redirecting, and continually learning how to best communicate with kids.
This document summarizes a family education program presented at a recovery conference. It provides an overview of the program's background and rationale, schedule, topics covered in each of the 8 sessions, activities used, and outcomes data. The program aims to educate family members to better support their loved ones' recovery. Sessions use presentations, videos, discussions and activities to build understanding and skills around mental health conditions, communication, problem-solving and crisis management. Data from surveys and knowledge tests indicated that participants gained knowledge and found the program helpful in strengthening their family as a recovery team.
This document provides information about becoming a caregiver, including the definition of a caregiver, typical duties, training and certification requirements, caregiver stress, conduct guidelines, and ethics. It defines a caregiver as someone who provides physical and emotional care for those unable to care for themselves. Duties include companionship, light housekeeping, and assistance with activities of daily living. Training includes certifications, first aid, and supervised hands-on experience. Conduct guidelines cover punctuality, hygiene, and appropriate use of client's property. Ethics of care focus on clients' rights and dignity.
This document summarizes a conference on improving responses to children in domestic violence cases. It discusses the importance of early intervention for children exposed to domestic violence, as their resilience is closely tied to their mother's safety. It also discusses strategies for law enforcement when responding to domestic violence calls where children are present, such as documenting evidence from children and having specialized training. Additional topics covered include screening children for abuse, safety planning for children, and protecting children before, during and after legal proceedings related to domestic violence.
This document discusses prenatal development from conception through gestation. It covers:
1) The important stages of pregnancy such as the trimesters and viability at 24 weeks.
2) Fetal development from fertilization through gestation, including forming fully by 12 weeks.
3) The importance of antenatal checks during pregnancy to monitor the health of the mother and baby, and identify any issues.
Bahviour management training | Early YearsSammy Fugler
This document provides guidance for staff at Rainbow Nursery on approaches to dealing with challenging behavior. It discusses the importance of clear expectations, a positive learning environment, and a consistent framework. It emphasizes using positive language in establishing ground rules and encouraging positive behavior through praise and reinforcement. Strategies are presented for responding to unwanted, disengaged, disruptive, and unacceptable behavior in children. The document stresses that responses need to be tailored to each child and situation, and that taking responsibility for their own behavior helps children develop self-control.
Treatement of abused children ppt lecture 1Wesam Ayyad
This document discusses common treatment issues for children who have been abused or neglected. It outlines several physical and psychological health concerns including physical injuries, sexually transmitted diseases, sexual and physical adequacy, encopresis, enuresis, and psychosomatic complaints. For each health concern, the document describes interventions therapists can use such as medical exams, education, expression of emotions, and addressing needs for nurturing.
This document provides information on approaches to pediatric emergencies. It discusses assessing children of different ages, from neonates to adolescents. Common medical issues are reviewed for each age group. The document also covers pediatric trauma, including abuse assessment, and neurological emergencies like seizures, meningitis, and Reye's syndrome. Responding to pediatric emergencies requires developmentally appropriate approaches and consideration of age-specific illnesses and injuries.
Reminders about behaviours and boundaries in early yearsSammy Fugler
The staff meeting covered strategies for promoting positive behavior among children at the Rainbow Nursery in October 2017. Key topics included using positive language and praise, setting clear expectations and rules, responding appropriately to different types of behaviors, and reflecting on practices as a reflective practitioner.
The document discusses challenging behavior in individuals with learning disabilities. It explains that challenging behavior often stems from an inability to communicate wants and needs effectively. It may serve as a way for those with learning disabilities to exert control over their environment. While there is no single cure, medical causes should be ruled out and functional assessments conducted to understand the reasons for behavior. Caregivers should develop communication skills, provide choice, and get support from professionals to help reduce challenging incidents. Proper support involves meeting individual needs through flexible, personalized services and developing genuine partnerships between those receiving support and caregivers.
The document discusses concerns about the treatment program and practices at Peninsula Village, a residential treatment center for troubled teens. Specific concerns mentioned include:
- Staff having minimal qualifications and training, in some cases just a high school diploma.
- Reports of physical restraints being overused and inappropriate, as well as other harsh disciplinary tactics.
- Allegations of unsanitary conditions leading to disease outbreaks among residents.
- Concerns that the treatment methods focus more on behavior modification and punishment rather than addressing underlying mental health issues.
How to manage when dealing with people's challenging behaviourDaniel Boyer
A more cohesive way to look at working with "difficult people". 'How to manage when dealing with people's challenging behaviour' provides a foundation to how to work with people with challenging behaviour.
The document outlines 15 caring skills and techniques used in care work: observation, social perception, working alongside, modelling, setting challenges, communication, encouraging adaptive behaviors, physical contact, creating trust, gaining compliance, distraction, reducing negative feelings and beliefs, disengagement, and using eye contact and facial expressions. These skills involve collecting client information, noticing behaviors, perceiving feelings and intentions, working with clients, demonstrating behaviors, suggesting activities, effective listening, encouraging healthy behaviors, touch, acting reliably, obtaining agreement, managing pain/anxiety, lessening emotions, temporary withdrawal, and facial expressions. Mastering these techniques allows care workers to better understand and assist their clients.
The document provides training on recognizing and reporting child abuse. It defines child abuse and outlines employees' legal responsibility to report any suspected abuse. It describes signs of abuse and appropriate responses when a child discloses abuse, such as reassuring the child and reporting the abuse. It emphasizes the importance of using professional judgement in all interactions with students to prevent allegations and protect children. Employees should avoid questionable activities and immediately report any concerns about other employees.
Biting is a common behavior among children ages 1-3 as they learn about their world. It can occur for reasons such as teething pain, curiosity, seeking attention, or frustration. Educational Playcare recognizes biting as developmentally appropriate but upsetting. Their approach is to understand the underlying cause, notify families of incidents, and work with families to identify situations that trigger biting and develop effective responses rather than punishment. This includes providing appropriate outlets for strong feelings, communication tools, supervision during risky situations, and maintaining predictable routines and activities to reduce stress.
1) Child abuse is defined as intentionally inflicting physical or mental injury on a child, or any intentional act that could reasonably be expected to result in injury.
2) As a school district employee, you are legally required to report any suspected child abuse to the school counselor or administrator.
3) If a child victim discloses abuse to you, you should immediately report it, reassure the child they have done nothing wrong, and allow them to speak freely without eliciting detailed information.
1) Attention deficit hyperactivity disorder (ADHD), also known as hyperkinetic disorder, is characterized by inattention and hyperactivity more severe than typical for a child's age of development.
2) ADHD prevalence is approximately 1.7% among primary school children and is four times more common in boys than girls.
3) ADHD is influenced by both biological factors like genetics and biochemistry as well as environmental factors like prenatal exposure, family stress, and diet.
This lesson plan discusses child abuse, including defining the different types (physical, sexual, emotional, neglect), risk factors, signs of abuse, and ways to prevent and address abuse. It provides examples of each type of abuse and notes they can occur in homes, schools, and communities. The lesson encourages reporting suspected abuse and getting involved in community programs to support healthy families and children. It also lists organizations that can counsel abuse victims and references for further information.
This document provides an overview of 10 key areas for personal care aides (PCAs) and home health aides (HHAs) including patient bill of rights, confidentiality, professionalism, infection control, observing and reporting, elder abuse, patient binders, medications, light housekeeping, and doctor's appointments. It discusses the rights and responsibilities of patients, how to involve patients in their care plan, HIPAA privacy laws, proper handwashing techniques, use of personal protective equipment, what should be reported and to whom, and maintaining professional boundaries.
This document discusses gender-based violence and provides guidance for health workers in responding to GBV. It begins by defining GBV and noting that 1 in 4 women in South Africa experience GBV during pregnancy. It then outlines the negative health impacts of untreated GBV for women and children. The document describes possible signs that a woman is experiencing violence and provides a screening tool for health workers. It provides guidance on first line support, safety planning, and self-care for health workers responding to disclosures of GBV.
This document provides an overview of mandatory reporting responsibilities. It defines mandatory reporters as professionals like teachers, medical providers, and social workers who are required by law to report suspected child abuse. The responsibilities of mandatory reporters are described, including making a report to child services or law enforcement if abuse is suspected. Different types of child abuse - physical, sexual, mental, and neglect - are defined. The steps for making an abuse report are outlined, including information to provide and what to expect during the reporting process.
The document discusses legislation and policies relating to safeguarding children. It covers:
- Learning outcomes around key legislation, policies, procedures, and the importance of teaching children about consent and whistleblowing.
- Key acts and policies including Working Together to Safeguard Children, the Children's Act, and Early Years Foundation Stage.
- Types of abuse, signs and symptoms, case studies, and how abuse can impact development.
- Actions to take if abuse is suspected including recording concerns factually and reporting immediately to the designated safeguarding lead.
- The roles of support agencies like social services, the common assessment framework, and team around the child approach.
The document discusses legislation and policies relating to safeguarding children. It covers:
- Learning outcomes around key legislation, policies, procedures, and the importance of teaching children about consent and whistleblowing.
- Key acts and policies including Working Together to Safeguard Children, the Children's Act, and Early Years Foundation Stage.
- Types of abuse, signs and symptoms, case studies, and how abuse can impact development.
- Actions to take if abuse is suspected including recording concerns factually and reporting immediately to the designated safeguarding lead.
- The roles of support agencies like social services, the common assessment framework, and team around the child approach.
This document discusses the role of social workers in assisting sexually abused females and children. It outlines various negative effects of sexual abuse on victims, including low self-esteem, depression, anxiety, and promiscuity. The document then describes how social workers can help victims by developing support systems, safety plans, and trusting relationships. Social workers also aim to help victims control their symptoms and environment. Finally, the document provides guidance for social workers on immediate and long-term actions when assisting child victims of sexual abuse, such as interviewing the child separately from parents and ensuring any other children are safe.
This document discusses working with children and provides information about attachment and bonding. It notes that children need to grow up in a loving family environment for healthy development. It advocates keeping children in their own families and communities when possible. The document discusses what volunteers should know about handling children who are abused, live apart from parents, or lived on the street. It covers the effects of stress on child development and describes research being done to understand what volunteers know and need to know. The rest of the document provides in-depth information about attachment, bonding, and the impact of unsafe attachment on children's development, behavior, emotions, thoughts, relationships, and health.
National Association of School Psychologists and National Association of Scho...Mebane Rash
The document provides guidance for parents on how to talk to children about COVID-19 in a calm and reassuring manner. It recommends remaining factual while avoiding panic, maintaining normal routines, emphasizing preventive measures, and addressing children's questions and concerns openly and honestly in an age-appropriate way. The goal is to help children cope with anxiety without undue alarm by focusing on positive prevention actions and reassuring them that adults are working to keep them safe and healthy.
The Sit & See tool was developed to capture evidence of positive, passive, or poor care and compassion in healthcare settings. It involves observers spending 15-50 minutes periodically observing and recording interactions between staff and patients using agreed descriptors across several domains of care. The tool aims to identify both best practices as well as areas for improvement from the patient's perspective in a way that celebrates staff efforts. Training involves helping observers understand how to apply the tool's domains and descriptors to gather a balanced picture of care quality without judging clinical skills. The tool has helped participants reconsider care from the patient's viewpoint and identify ways to enhance compassion.
This document discusses ethical and cultural issues in pediatric nursing. It begins by defining ethics and explaining how ethics can be influenced by laws, religion, philosophy and other factors. It then discusses some common ethical issues pediatric nurses face, such as refusing immunizations, treatment or accepting reality when a child may die. Cultural issues are also examined, like how socioeconomic factors, poverty, migration and customs can impact a family's health perceptions. The document emphasizes that pediatric nurses must consider a family's unique cultural beliefs and situation to provide sensitive, appropriate care for pediatric patients.
This document provides guidance to employees and volunteers of Walton County School District on recognizing and reporting child abuse. It defines several types of child abuse, including physical abuse, neglect, sexual abuse, and emotional abuse. It stresses that all school personnel are mandated reporters who are legally required to report any reasonable suspicion of child abuse. It provides details on what to do if a child discloses abuse, including listening without judgement and immediately reporting to the proper authorities. It also gives tips on maintaining professional boundaries and avoiding questionable behaviors that could harm children or damage trust with families.
This document provides guidance to employees and volunteers of Walton County School District on recognizing and reporting child abuse. It defines different types of child abuse including physical abuse, neglect, sexual abuse, and emotional abuse. It outlines signs of each type of abuse and stresses the legal requirement that all school personnel must report any reasonable suspicion of abuse. The document provides direction on how to respond sensitively if a child discloses abuse and maintaining professional boundaries to prevent allegations of abuse.
The document outlines the various roles of nurses in caring for children and adolescents with mental health conditions. It discusses that nurses can play primary roles like primary caregiver, health educator, and coordinator. As primary caregiver, the nurse provides preventive, promotive, curative and rehabilitative care. As health educator, the nurse's goal is to provide information to children, parents and others about illness prevention and health promotion. The nurse also acts as a consultant, counselor, case manager and collaborates with the mental healthcare team to meet the needs of the child or adolescent.
Ethical and cultural issues in pediatrics sukh randhawa
This document discusses ethical and cultural issues in pediatric nursing. It begins by defining ethics and explaining how ethics are influenced by laws, religion, science, philosophy and moral principles. It then discusses the principles of medical ethics including autonomy, beneficence, non-maleficence and justice. The rest of the document outlines some specific ethical issues pediatric nurses may face, such as refusing immunizations, withholding or withdrawing treatment, informed consent, restraining children, and accepting medical realities. It also discusses how to address ethical dilemmas and the pediatric code of ethics.
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إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
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2. Objectives
• History: What prompted “No Hit
Zone” policy?
• Elements of the “No Hit Zone”
Project
• Educate on how to intervene when
necessary
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3. No Hit Zone Dilemmas
• Many healthcare workers have
encountered situations where parents
or adults become angry, raise their
voices, or hit a child or another adult
in your presence without clear
guidelines of what to do.
• Our goal is to help equip healthcare
workers with some tools to use during
these encounters.
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4. “No Hit Zone” Beginning
• In 2005 Rainbow Babies introduced a
“ No Hit Zone” policy for their hospital
• Since then the program has been spread to over 30
hospitals across the country
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5. Goals
• Assist in lowering the frequency of disruptive
behaviors in our hospitals and clinics
• Assist in maintaining a safe and caring
atmosphere for patients, families, and staff
• Elevate the standard of care in all places
where children interface with health care
workers
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6. • Hitting and disruptive behaviors puts
healthcare providers in a difficult situation;
therefore, no type of hitting is allowed in
our facilities
• Disruptive behaviors, such as, physical
discipline yelling, jerking of body parts, etc.
can lead to more physical and aggressive
behaviors
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7. “No Hit Zone” Elements
• Poster
– Widespread
• Brochures-Parent Resources
– Available throughout clinic facilities
focusing on alternative types of
discipline
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8. No Hit Zone Policy
PURPOSE
The purpose of this policy is to create and reinforce an
environment of comfort and safety for patients, families,
and staff working in our facility.
DEFINITION
No Hit Zone: an environment in which no adult shall hit
another adult, no adult shall hit a child, no child shall hit an
adult, and no child shall hit another child.
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9. No Hit Zone Policy
POLICY STATEMENTS
When hitting is observed, it is everyone's responsibility to
interrupt the behavior as well as communicate hospital policy.
PROCEDURE
All staff will be made aware of the clinic policy that is in place
to ensure and reinforce an environment of comfort and safety.
Staff will identify and respond to situations that compromise
the safe environment utilizing the education they are provided.
If appropriate, additional intervention will be provided by
appropriate staff dependent on the level of severity.
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10. General Guidelines
• Be nonjudgmental
• Model effective interventions (such as distraction), when
appropriate
• Try to have conversations with caregivers out of earshot of
others (including the children) so caregivers aren’t
embarrassed into being confrontational
• Thank parents for respecting our policies
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11. Interruption
Can be used to “de-escalate” a situation in
which caregivers begin to raise their
voices, curse, or show other signs of stress
and inappropriate behaviors that occur prior
to physical discipline
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12. Your calm, sympathetic, physical
presence is probably the most
effective response. You will
need to have a variety of lead-ins
that you can comfortably use,
depending on the situation
specifics. (use your own
language to convey one or more
of the example messages)
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13. • Scripting Examples
• “Can I help you with something?”
• “Would you like me to take your child to get a
book or sticker”
• “You’ve been waiting for awhile. Let me see
when you can expect a doctor to see you”
• “Most 2-year-olds can’t sit still/behave for long
periods. Would it help if I found something for
him to play with?”
• “Do you have family here supporting you?”
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14. Scenario #1
You are a nurse working in a pediatric clinic.
You observe a caregiver yelling at her 2 year
and 3 year old children while in the patient’s
room.
•What do you do?
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16. • Calmly ask if the caregiver needs any assistance.
• Acknowledge how frustrating it is to wait a long
time with two young children.
• Offer to see how long until the patient will be seen.
• Offer something for the children to do to keep
them busy—books, movies, count stickers, snacks.
• Always consider stresses the family may be underneed to get kids off bus, need to get to another
appointment (court), other family members may
be ill etc.
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17. • Let the physician seeing the patient know
the family is stressed and starting to get
disruptive.
• Doctors and nurses should respond
immediately to disruptive behavior to help
de-escalate situations.
• It may take a few times before you are
comfortable with this.
• Consult a social worker if available and
appropriate
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18. • Situations may occur when a child/adult
is hit or physically disciplined and you
may need to relay that the clinic is a “No
Hit Zone”.
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19. • “For the safety and protection of
everyone in our clinic we participate
in a “No Hit Zone”. I am obligated
to say something. What can I do to
help you or your family?”
• “You may have seen our posters in your room/waiting
room. This clinic is a “No Hit Zone”. We ask that you
refrain from hitting and keep conversations
quiet/private out of courtesy to the other patients
and families.”
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20. Scenario #2
• You are walking down the clinic hallway, a
mother yells at her child, yanks him by the
arm and hits him several times. He is a
patient waiting to be seen.
• What do you do?
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22. • Intervene and notify the mother that the clinic is
a “No Hit Zone”.
• Offer assistance.
• Let the team taking care of the patient (physician
and nurses) know about the incident.
• Provide documentation of the incident in the
patient’s chart.
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23. • What if the mother states “it is
my right to discipline my child” ?
• What do you do?
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25. Response
“I am not trying to step into your role as a
parent but this facility is a “No Hit Zone”. We
do not allow hitting of any kind. This is for
the safety of everyone in our facility.”
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26. Sympathize with the frustrations and
stresses the parents may be
experiencing. Acknowledge that you
respect their role as a parent/caregiver.
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27. Scenario #3
• You are sitting in your office and hear crying
coming from the bathroom two doors
down. You continue to listen and identify
that it is a child and their caregiver in the
bathroom. The child is crying and you hear
what sounds to be the caregiver hitting the
child and verbally scolding them for
misbehaving.
• What do you do?
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29. • You look around your office and find a new toy. You go to
the bathroom and knock. You ask the caregiver if
everything is ok. The caregiver opens the door. You
observe that the child is around 3 years old. The caregiver
appears to be angry and worked up. The child is still
crying. You bend down to the child and ask if she would
like a toy. You then tell the caregiver that the facility is a
“No Hit Zone”. You ask if there is anything you can get the
caregiver. You then report the incident to the nurse and
the medical team that will be seeing the child.
• If you get no response from your knock, request that the
caregiver open the door.
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30. • After reporting the incident to the medical team,
you returned to check on the welfare on the child.
You observe the caregiver hitting the child
repeatedly as she pulls her toward the bathroom.
You observe the child crying and screaming.
• What do you do?
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32. • Intervene with the caregiver and child again
and explain that this clinic is a “No Hit
Zone”. Make a Social Worker referral and
again notify the medical team who will be
seeing the child.
• Depending on how you feel about the first
intervention and the severity of the current
situation you may want to contact security
and child protective services.
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33. • If a person becomes angry consider
calling security. Don’t make threats.
If indicated by the situation, notify
Child/Adult Protective Service
• Be aware of adults that go to private
places to spank their children.
• Do not put yourself in a dangerous
situation. Contact security when
appropriate.
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37. Continuation of Program
• Refill of brochures, repair of
signage
• Education of new staff
• Other languages
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38. Acknowledgements
Erin Frazier
Kosair Children’s Hospital
Deonya Muhammad
University of Louisville Department of
Jamie Issis
Pediatrics
Tara Cockerel
Rainbow Babies and Children’s Hospital
Therese Sirles
Riley Children’s Hospital
Melissa Currie
Anne Eldridge
Steve Wright
Michelle Robey
Steve Menaugh
Members of the Kosair Children’s Hospital Child Abuse Task Force
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Editor's Notes
Has anyone here every been in a situation where parent or adult becomes angry, raise their voices, or hit a child or another adult in your presence during a hospital stay or clinic visit??? Everyone tends to look at each other on who will react. It makes families in other rooms very uncomfortable. There has not been education or training on how to deal with this situation.
Many other hospitals have seen this situation and hence Rainbow started this program.
It is similar to taking finger nail clippers on an airplane—at security they can’t decide if the clippers are for use on the nails or if it is a weapon.
This is the best way to keep a situation under control before children get hit.
I have begun using the scripts frequently in my clinic for de-escalation. The more frequently I use them- the more comfortable I become doing this. I have frequently taken kids out of a room to take a walk with me, to get stickers, or to color while I write notes to give the parents a few minutes to settle down. Many time parents have thanked me for taking the child for a few minutes.
It may be helpful to have an area where you keep crayons, books, movies etc for children if needed. Families usually get frustrated or upset when other stressors are present. Always remember there may be much more going on in the family. This is a good time to offer help and resources.
The sooner you get involved with a disruptive patient/family member the easier it is to de-escalate the situation and help the family with the situation that is causing stress.
We acknowledge the parents right to discipline their child but this does not include spanking while in our facilities.
If people steal the poster—let them take the poster and get more.